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Rates Practice Exam Questions
Rates Practice Exam Questions
Rates practice HW
questions
Class: ________________________
Date: ________________________
Time: 43 minutes
Marks: 42 marks
Comments:
Page 1 of 18
Q1.
A student investigated the rate of the reaction between magnesium and hydrochloric acid.
(a) How could the student collect and measure the volume of gas produced?
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(1)
(b) At the start of the investigation the volume of gas was 0 cm3
Readings for the volume of gas were 24 cm3, 44 cm3, 59 cm3, 70 cm3, 76 cm3 and 79
cm3
(3)
Page 2 of 18
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Explain why.
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Page 3 of 18
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(3)
(Total 11 marks)
Q2.
A student investigated the rate of reaction of magnesium with dilute hydrochloric acid.
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Page 4 of 18
(b) What is the unit for the mean rate of the reaction calculated in part (a)?
(1)
(c) Give two conclusions you can make about the reaction from 90 s to 120 s
1. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
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(2)
The student repeated the method using magnesium powder instead of magnesium ribbon.
All other variables were kept the same.
Temperature of reaction
(1)
(e) Sketch a line on the graph above to show the expected results for the experiment
using magnesium powder.
(2)
(Total 8 marks)
Q3.
A student investigated the reaction of magnesium with hydrochloric acid.
(a) A piece of magnesium was dropped into the hydrochloric acid.
Page 5 of 18
(i) What measurements would the student make to show that the reaction is
exothermic?
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(2)
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(1)
The student investigated how changing the concentration of the hydrochloric acid affects
this reaction.
Page 6 of 18
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(1)
Test tube
(1)
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(1)
(d) The student predicted that if the temperature of the acid was increased the reaction
would take place faster.
(2)
(Total 8 marks)
Page 7 of 18
Q4.
A student investigated how rate of reaction changes with concentration.
The student reacted dilute hydrochloric acid with sodium thiosulfate solution.
Figure 1
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(1)
(b) Suggest equipment that could be used to measure the time taken.
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(1)
(c) The student measured the volume of hydrochloric acid with a measuring cylinder.
Page 8 of 18
What apparatus can be used to measure the volume more accurately?
Beaker
Pipette
Ruler
Test tube
(1)
5 150
10 95
15 70
20 60
25 50
30 45
Figure 2
Page 9 of 18
(3)
The time taken until the cross could no longer be seen was much greater.
(1)
Page 10 of 18
The particles have less energy
(2)
(Total 9 marks)
Q5.
The following steps show how to use a type of glue.
Step 1 Measure out equal amounts of the liquids from tubes A and B.
Step 3 Put the pieces together and hold them with tape.
(a) When liquids A and B are mixed a chemical reaction takes place.
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Page 11 of 18
___________________________________________________________________
(2)
(b) The time taken for the glue to set at different temperatures is given in the table
below.
Temperature in°C Time taken for the glue to set
20 3 days
60 6 hours
90 1 hour
(i) Use the correct answer from the box to complete each sentence.
decreases increases stays the same
When the temperature is increased the time taken for the glue to set
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(2)
(2)
(Total 6 marks)
Page 12 of 18
Mark schemes
Q1.
(a) (gas) syringe
allow description of displacement of water in a
measuring cylinder
1
(c)
an incorrect answer for one step does not
prevent allocation of marks for subsequent steps
allow correct expression using incorrectly
determined values from tangent for x step and /
or y step
1
Page 13 of 18
(so) frequency of collisions increases
allow (so) more collisions per unit time
allow more likelihood of collisions
ignore more collisions
1
Q2.
(a) (volume of gas =) 17 (cm3)
allow values for volume between 16 and 18 (cm3)
1
= 1.7
allow values between 1.6 and 1.8
1
allow a correctly calculated answer from an
incorrect volume reading for 1 mark
allow age
ignore any units
an answer between 1.6 and 1.8 scores 2 marks
(b) cm3/s
1
Page 14 of 18
Q3.
(a) (i) the temperature at start
ignore reference to bubbles / heat
1
• volume of acid
allow amount
allow liquid
• temperature of acid
or
faster rate of reaction
allow most reactive
1
Q4.
(a) conical flask
1
Page 15 of 18
(b) stopclock / stopwatch
ignore ‘timer’
allow any other timing method that can measure to nearest
second or better
1
(c) pipette
1
Q5.
(a) heat / energy
1
(b) (i) decreases
1
increases
1
Page 16 of 18
Examiner reports
Q1.
(a) Almost a third of students correctly suggested using a gas syringe to measure the
volume of gas produced. Of those who suggested collecting the gas over water, very
few mentioned that the gas should be collected in a vessel with a scale on it so that
the volume could be determined.
(b) Less than half of the students scored full marks on this question.
(c) Few students drew a tangent on the curve line in the graph. Of those who did, most
managed to score all four marks. Approximately 11% of students were able to gain
all four marks on this question and around 64% scored zero.
Those students who did not draw a tangent often divided 60 by 30. However, many
of these then failed to note that the answer was required to be given to two
significant figures, and wrote 2 instead of 2.0.
(d) Around 53% of students could gain one mark for saying that the energy of the
particles increases at higher temperatures. Many of these could then go on to say
that this would lead to more frequent collisions.
Very few students referred to the activation energy. Several students were relating it
to a change of state, or particles vibrating. Simply saying ‘more collisions’ without
relating to frequency or probability was insufficient.
Q2.
(a) 51% of students were able to obtain the correct answer, by determining the volume
using the graph, then substituting correctly into the given equation to find the mean
rate.
Most students showed their method; which meant that students could obtain a mark
for either
• determining an incorrect volume value from the graph but then using this
correctly to determine the rate.
A few did not read the question correctly and used a time of 120 seconds.
(b) 72% of students were able to determine the units for the rate of this reaction.
(c) Many students described the shape of the graph rather than providing a conclusion.
Page 17 of 18
Others gave two conclusions but often just gave the same point twice. 10% of
students achieved full marks.
Students do need to be clear in their use of language with many using the word ‘it’
or ‘they’ as the subject of the sentence, without specifying what ‘it’ or ‘they’ referred
to, for example, it got higher. Few appreciated that the reaction had finished and
even less that one of the reactants was used up. Most correct responses related to
the volume of the gas.
(d) More students identified the dependent variable as the independent variable rather
giving the correct variable.
(e) 50% of students did not attempt this question. Students need to be aware that where
a question number and allocation of marks is presented i.e. (e) and [2 marks], an
answer is required, even though no answer lines are given.
4% of students achieved both marks. Most who answered the question appreciated
that it would be a faster rate of reaction and drew a curve with a steeper gradient,
but very few realised that the final volume of gas collected would be the same,
usually stopping at a much higher value. Those who incorrectly drew the gradient to
the right almost always stopped at a much lower level.
Q3.
(a) (i) Many students tried to give a definition of an exothermic reaction rather than
appreciating that the question had asked for the measurements needed to
show that the reaction is exothermic. Many answered in terms of measuring
the bubbles or gas. Of those that did realise the need to take the temperature,
many just measured the temperature rather than taking the initial and final
temperatures.
(b) This part of the question was well answered, with the most common error being to
state the independent variable rather than a control variable.
Q5.
In part (a) almost half the students were able give a definition of exothermic and gain both
marks. Other students tried to link exothermic to vague descriptions of temperature
changes, the hardness of glue or the reactions that took place whilst glue was setting. A
significant minority thought it was a reversible reaction.
Page 18 of 18